Restricted accessResearch articleFirst published online 2018-10
“My Family Are Supportive . . . But People in My Village Mock Me”: Bonding and Bridging Capital among Women Pursuing Secondary Education in Kathmandu,Nepal
Women’s secondary schools have become an option for educational attainment in Nepal. We assess bonding and bridging social capital available to women who attend the Utprerana Women Secondary School (UWSS) in Nepal’s major city of Kathmandu. Using qualitative approaches, we consider the social capital available to women that both encourages and limits women’s educational access and address the networks women build when attending school. Bonding capital both encourages women to pursue their education and demands that women conform to traditional roles. School attendance prompts a change in bonding social capital, accumulated with family prior to school attendance. Women add to their bonding social capital by strengthening relationships with classmates and teachers. Women’s school attendance improved bridging social capital by enhancing future opportunities. Bonding social capital formed within the school provides emotional support, personal space from domestic responsibilities, and a sense of freedom, while demanding women’s conformity to expectations for student conduct.
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